A importância da comunicação alternativa e aumentativa na inclusão escolar de estudantes com transtorno espectro autista

Abstract

This study investigated the use of Augmentative and Alternative Communication (AAC) in the teaching–learning process of students with Autism Spectrum Disorder (ASD) in three educational institutions in the city of Medeiros, Minas Gerais, identified as IE1, IE2, and IE3, which serve students with different levels of oral expression: verbal, monosyllabic/foreign-language user, and nonverbal. The results showed that, regardless of speech level, all students present communicative challenges that directly affect their participation and learning. In the institutions analyzed, efforts to promote inclusion were observed through the use of visual resources, communication boards, assistive technologies, and collaborative actions among teachers, support professionals, and families. When examining teacher education in the Biological Sciences program at IFMG – Bambuí campus, it became evident that the curriculum still lacks theoretical and practical content related to ASD, communicational accessibility, and the pedagogical use of AAC. It is concluded that ensuring multiple forms of expression — oral, gestural, pictographic, or digital — is essential for the autonomy, participation, and learning of students with ASD, requiring specific teacher training and intentional pedagogical practices.